Regardless of the mode of delivery, represent a guide to the
relative teaching time and student effort required to
successfully achieve a particular competency/module. This may
include not only scheduled classes or workplace visits but also
the amount of effort required to undertake, evaluate and
complete all assessment requirements, including any
non-classroom activities.

Pre-requisites and Co-requisites

No specific pre-requisite and co-requisite.

Course Description

This course deals with the skills and knowledge required by education support workers to independently establish a learning environment for students

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCEDS502A Foster and support an effective learning environment

Element:

1. Establish learning context and delivery arrangements

Performance Criteria:

1.1 Establish, analyse and organise the physical learning environment to meet organisation compliance and facilitate learning
1.2 Identify and assess risks and constraints for learning delivery
1.3 Access information from teachers, others, documentation or records on the individual learning needs of students
1.4 Confirm responsibilities and role with relevant staff, to establish, deliver and review learning
1.5 Plan to reflect inclusivity and diversity principles in the learning environment

Element:

2. Identify, interpret and document learning styles

Performance Criteria:

2.1 In conjunction with teacher, analyse and assess a broad range of learning theories and styles for relevance and application to the individual/group of students
2.2 In conjunction with teacher, implement a range of learning strategies, analyse them for effectiveness and modify where necessary
2.3 Provide planning documentation to relevant staff for approval ensuring the plan reflects a variety of learning styles

Element:

3. Manage the learning environment

Performance Criteria:

3.1 In conjunction with teacher, establish the learning environment to meet the agreed goals and to reflect inclusive processes and practices
3.2 Facilitate learning to include diversity of student needs
3.3 Use communication and interpersonal skills to establish learning environment and motivate students
3.4 Identify barriers to learning and make adjustments where necessary to the learning environment
3.5 Create learning experiences using learning theories, principles and inclusive practice

Element:

4. Assess situations requiring interventions

Performance Criteria:

4.1 Gather information from relevant sources and identify the immediate and long term consequences of the situation
4.2 Identify major issue of concern, factors which are marinating the situation and frequency of the problem occurring
4.3 Observe and investigate interaction patterns
4.4 Identify and make decisions about the impact of the problem on people involved and need for urgent action
4.5 Assess the likely intent of the student central to the problem

Element:

5. In conjunction with teacher, develop, implement and review behaviour support strategies

Performance Criteria:

5.1 Under teacher supervision, develop clear goals to meet students needs and development stage and obtain required resources to implement strategies
5.2 Where possible develop strategies with student and implement in the least obtrusive way, under teacher supervision
5.3 Design strategies in consultation with other staff that create opportunities for students to interact with others
5.4 Under teacher supervision, regularly review strategies which are achievable within available resources
5.5 Complete incident report forms as required by organisation

Element:

6. Reflect on own professional practice

Performance Criteria:

6.1 Facilitate and plan learning to meet ethical principles of practice
6.2 Monitor and review own practice as a learning facilitator with supervisor
6.3 Analyse facilitation practice to identify professional development needs
6.4 Incorporate continual improvement practices in planning and facilitation practices

Learning Outcomes

Develop the skills and knowledge required by education support workers to independently establish a learning environment for students

Details of Learning Activities

The student learning experience will be facilitated through participation in a range of activities:
Group discussion
Research assignments
Guest speakers
Oral and/or written questions on "What if?" scenarios
Individual and group projects- Completion of Projects will include negotiated independent study time and practical work relevant to the unit of competency.
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations

Week 5-9
Theory – Rights and responsibilities of students and workers
Identifying and integrating legislative responsibilities and policies and procedures into routine
activities
Principles and practices of confidentiality
Importance of ethics in practice
Discussion, Q&A activities,
Project 1 – Research/Q&A

Week 10-14
Theory– Principles of diversity and inclusivity
Identifying and interpreting earning styles, strategies and theories
Identifying, interpreting and documenting learning styles with relevant staff
Analysing and assessing a broad range of learning theories and styles
for relevance and application to the individual/group of students
Accessing information from relevant staff on the individual learning needs of students
Discussion, Q&A activities

Semester 2
Week 1-4
Theory – Implementing a range of learning strategies, analysing them for effectiveness and modifying
where necessary
Working with relevant staff to ensure a variety of learning styles are used in learning
Managing the learning environment
Discussion, Q&A activities

Week 5-9
Theory – Establishing the learning environment to meet the agreed goals of relevant staff
Facilitating learning to include diversity
Using communication and interpersonal skills to establish learning environment and motivate
Identifying barriers to learning and making adjustments where necessary to the learning
environment
Discussion, Q&A activities
Project 2 – Research/Scenarios/Q&A Activities

Week 15-18
Theory – Reflecting on own professional practice
Facilitating and planning learning, meeting ethical principles of practice
Monitoring and reviewing own practice as a learning facilitator with supervisor
Analysing facilitation practice to identify professional development needs
Discussion, Q&A activities

You must demonstrate an understanding of all elements of the competencies in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by: • Direct observation of actual and simulated work practice • Oral or written questioning • Assignments and projects • Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files • Review of products produced through work-based or course activities • Third-party feedback from a work supervisor/employer Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation. If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more. An assessment charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) summarises your responsibilities as an RMIT student as well as those of your teachers. Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc

Assessment Tasks

Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.

Assessment Matrix

In Assessment matrix Booklet given to students at commencement of program.